Heather Darby

EDU 320-02
Professor McAdams
Second Grade Science Lesson
A Splash Though the Water Cycle
11/2014

11/

TOPIC___ Science Lesson-The Water Cycle_________

BELLWORK:
GETTING READY TO TEACH THE LESSON
Purpose: The purpose is to provide students with a basic understanding of the
three components of the water cycle so that they may identify them in future
classrooms and in real world examples such as the knowledge of rain/snow/sleet
being a form of precipitation.
Objective: Given the names of the three different stages of the water cycle, the
learner will be able to verbally describe the order of the water cycle and illustrate
what is happening at each stage and label each stage with 80% accuracy when
observed by an instructor and peers.
Review: The term observation and what it means. Students will be asked to
observe a lot through this unit. Terms: solid, liquid, gas, molecule.
Anticipatory Set:

Purpose: The purpose is to engage students and provoke deeper thinking

about where the water that they drink every day has come from.
Process: Begin the day by having students seated in their pre-assigned
learning groups. Walk through the desks (or tables) showing students a
glass of water. Ask the students to make observations about the water. Aid
in their observations by asking questions such as:
Where did this water come from?
What state of matter is the water in?
How old is this water?
How can you tell if it is old or new water?
What does new water look like?

When students answer about the age of the water, explain to them that the
water is really, really old and that there is no new water being created. Use
LESSON CONTENT
Input:
Start the lesson by listing three old terms that the students are familiar with
on the board (solid, liquid, gas) Then underneath each term, list the three new
terms that the students will cover for that day (precipitation, condensation,
evaporation). Have students joined in verbally saying each word. Then address
each term by itself.
Terms: evaporation, condensation, precipitation

Heather Darby
EDU 320-02
Professor McAdams
Second Grade Science Lesson
A Splash Though the Water Cycle
11/2014

11/

LESSON CONTENT CONTIUNUED

Evaporation- The process of water molecules leaving earths surface and
entering the atmosphere (kidsgeo.com)
Ask students if they think that the water that is in the lakes and oceans is
the same water that has been there forever.
If they say yes, suggest that we reexamine evaporation again. If they say
no, than ask them why it cannot be the same water. They would intern
end up explaining evaporation.
What state of matter do we think water molecules are in during
evaporation? (answer: gas).
(Modeling, Refer to the teachers handout) Physically draw an example of
evaporation for students to visually see what evaporation looks like.
Condensation- The opposite of evaporation. It takes place when water vapor in
the air condenses from a gas, back into a liquid form, and leaves the
atmosphere, returning to the surface of the Earth.
Ask students: Where do we think that clouds come from? (water molecules in
the air from evaporation)
Could it be possible that clouds are made of water? (yes)
(Modeling) Physically draw an example of condensation so students can see
what it looks like. Explain to students while you illustrate.
Precipitation- The liquid (and sometimes solid) water molecules that fall from the
sky and land on Earths surface.
Ask students: What do you think some examples of precipitation are?
(rain, snow).
What state of matter do we think that water molecules are in during
precipitation? (liquid or solid).
(Modeling) Physically draw an example of precipitation and have students
visually see what precipitation looks like.
Checking for understanding:
Before moving onto the activity, ask students:
Who can tell me what happens to water molecules during the three
stages of the water cycle (refer to terms and definitions above)

Heather Darby
EDU 320-02
Professor McAdams
Second Grade Science Lesson
A Splash Though the Water Cycle
11/2014

11/

ACTIVITIES

Guided practice

Objective Targeted- Students will be able to verbally describe the order of the
stages of the water cycle.
Purpose-Visually and verbally shows students the connection between the
three stages of the water cycle.
Process
o Give each table group a stage of the water cycle written on a piece of
paper. Each student in the table group receives a piece of paper.
o Have students then split off from their table groups and find two other
students with the two other stages of the water cycle on them.
o Students are asked to put themselves in order based on the stages of
the water cycle. The students must communicate to each other why
they are in a certain place. After the students are in order, groups can
be called on to explain why they are in the order that they are.
Product-Students will have assembled a line of the three stages of the water
cycle.
Evaluation- The teacher will be able to see how students are lined up to see if
they understand which stage of the water cycle leads to the other stage.
Teacher may ask students why they are standing before condensation if they
are precipitation and etc.

Independent Practice

Objective Targeted- Given the name of a stage of the water cycle, students will
be able to illustrate that stage with 80% accuracy.
Purpose-As students draw for themselves the stages of the water cycle, they
will be able to develop a physical understanding of the subject.
Process
o Give each student a sheet of paper that includes a word box of the
three new terms that were addressed today, along with the terms from
the last lesson.
o Students are then instructed to draw the stages of the water cycle
beginning from the first stage (evaporation) and ending with the final
stage (condensation). Make sure to erase any illustrations that you have
previously done to prevent students from copying your work.
o Instruct students to label the three different stages, but also label the
state of matter that the water molecules are in at each stage as well.
Product- Students now have their own model of the water cycle for future
reference
Evaluation- Students can share their illustrations with the class and have other
students describe the process of the water cycle based off of their classmates
paper. Verifier that students are accurate.

Heather Darby
EDU 320-02
Professor McAdams
Second Grade Science Lesson
A Splash Though the Water Cycle
11/2014

11/

Activities Cont.
Differentiation Notation; For My students who struggle, there is an envelope
provided with pictures of each state. Instruct them to lay them out first and then
glue them onto the worksheet and label them once you have approved them.
o

For students who finish early, have them discuss with each other the stages
of the water cycle and then prepare to present their illustrations to the class.

Heather Darby
EDU 320-02
Professor McAdams
Second Grade Science Lesson
A Splash Though the Water Cycle
11/2014

11/

WRAPPING UP THE LESSON

Closure- Ask students to share with the class their illustrations and have other students
explain the water cycle to the class, through that students illustration.
Homework- Students are assigned to find three bodies of water in which the water cycle
can take place. Must be specific, such as the name of a lake/river near them. Have
students write down three bodies of water on a sheet of paper and bring it to class the
next day.
Share with the class that tomorrow, we will be discussing different types of clouds that are
formed during the water cycle.

Heather Darby
EDU 320-02
Professor McAdams
Second Grade Science Lesson
A Splash Though the Water Cycle
11/2014

11/